By Michael Orey, Robert Maribe Branch
ISBN-10: 3319141872
ISBN-13: 9783319141879
ISBN-10: 3319141880
ISBN-13: 9783319141886
This booklet is an annual ebook coming into its fortieth yr. The sequence represents present development and concerns within the box of academic communications and know-how, journals and different periodicals linked to the sector, and the tutorial courses that arrange educational expertise execs. Springer has been the writer for the sequence, in cooperation with the organization for academic Communications and know-how, for the earlier 4 years.
quantity 39 will function a bit on details reports, as well as up-to-date information regarding courses and a brand new score of the pinnacle educational measure courses within the box of studying, layout, and Technology.
Read Online or Download Educational Media and Technology Yearbook: Volume 39 PDF
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Additional info for Educational Media and Technology Yearbook: Volume 39
Example text
To move this line of reasoning forward, I draw attention to the fact that I have not indulged in attempting to define what constitutes a “game” as opposed to other 3 Situated Gaming: Beyond Games as Instructional Technology 33 types of activities. This omission is not an accident. In order to break from what I see as a lineage of counterproductive research agendas, we must adopt a social constructionist standpoint on the matter. Namely, researchers’ opinions of what counts as a game are of little consequence when engaging in DBR.
For example, if a particular game is first encountered as a tool for enjoyment, this experience becomes an important piece of the historical accumulation framing its use in a formal learning environment. In contrast, many examples appearing in the literature position instructors or institutions as gatekeepers, and the games being used are only ever encountered in a school setting. Although it was not designed with school use in mind, the commercial game Minecraft, which focuses on open-ended creativity and constructing ever more complex virtual tools from raw materials, actually provides a useful example in this regard (see Duncan, 2011).
Accordingly, given an educational goal of empowering learners to recognize and engage with the products of these systems, skillful navigation of some of these epistemic norms is a common concern for science educators. In this regard, over the last four decades, some education researchers have developed a line of work concerning what is now commonly called epistemic cognition (EC) (see Chinn, Buckland, & Samarapungavan, 2011; Greene, Azevedo, & TorneyPurta, 2008; see also Hofer & Bendixen, 2012; Hofer & Pintrich, 1997 for historical reviews).
Educational Media and Technology Yearbook: Volume 39 by Michael Orey, Robert Maribe Branch
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